Rewriting the Past

Back in May, I posted up a week's worth of posts detailing my research with Norwich University and our alumni who fought at the Battle of the Bulge between December 16th through January 15th. The trip was incredible, but most of all, I learned quite a bit about working on a historical project with other groups: meeting their expectations, to construct a history that better matches with what they are looking for. Since then, we determined that there was more that could be done with the project, and for most of the summer, I worked on further research, uncovering quite a bit more material from archival sources, interviews and records to come up with a paper that’s far more centered around the men who had fought in Belgium, rather than the actions that thrust them into the spotlight.

The editorial process has been exceptionall well, and there's a couple of things that I've reinforced for myself this time around:

  • Everything that I write generally needs to be put away and revisited with a clear mind. Going over the original paper, there were many parts that I found needed to be redone, either for the language that I used, or restructuring the project in a way that better explained what I was trying to convey to the reader.
  • Live by the calendar. This is a key thing for me: deadlines matter, but marking down deadlines matter even more. I carry my iPad around with me almost everywhere, and as such, it's become an incredible tool for not only taking notes, but keeping me on task to finish up a project in a timely manner. Plus, deadlines are set much further in advance.
  • Archives are your friend. I don't know what my hesitation was earlier: I think I wanted to write a paper that focused far more on the battle then the soldiers. The archives are an excellent, astounding wealth of information that I had never even known existed. They're the first stop for all of my NU related projects from here on out.

The paper is far stronger, in my opinion, and I’ve just wrapped up the final edits before  it’s turned in for good. As such, I’ve removed the older entries that I had posted up, but they’ll be brought back in their new (somewhat longer form) in the very near future.

Norwich University and the Battle of the Bulge: Introduction

As of right now, I’m enroute to Brussels, Belgium. Last fall, I was tasked with researching the role that students and alumni played during the Battle of the Bulge, one of the defining engagements of the Second World War. Over six months, I looked at a number of records and publications, gathering information on the students, then at the units that they were a part of, before examining where they all fit together into the actual battle. It was quite a bit of fun, and over the next week, I’m touring the battlefields on what’s called a Staff Ride, essentially consulting and providing information on how the university played a role in the battle. Over the next week, I’ve split up my paper into parts, and as I’ll be in the country, it seems fitting that I share the work (somewhat modified from the original paper, in places) while I’m there. I’ll have plenty of pictures to share when I return.

Introduction The Battle of the Bulge was the most intense and costly battle that the United States and its allies waged against the German military during the Second World War. Over a million soldiers on both sides involved in the clash that would last for 41 days, beginning on December 16th, 1944. This battle was the only time that the German military fought against the United States with the upper hand, due adverse weather conditions for the allies, limiting their abilities, and the overconfidence in the Axis’ ability to wage war.

Norwich University played its own role in this engagement, with around one hundred alumni at or potentially at the battlefield, based on the records examined at various sources from the university. The school undoubtedly played a role in the conduct and leadership abilities of the students who trained and shipped off to Europe, with soldiers with university credentials (or eventual university association) ranging from the rank of Private, First Class, on the front lines, to the rank of Major General, overseeing the operations on a divisional level, playing pivotal roles in the direction of the battle. Indeed, Norwich University alumni gave their blood and their lives in Belgium, making the ultimate sacrifice for their country in a time of grave need, helping the battle and their comrades through to the end.

Soldiers from Norwich were also present throughout the battle, from the first moments in the early morning of December 16th, 1944, to the last, on January 25th, 1945, 41 days later. They participated as airborne, infantry and armored units, instrumental in all major actions taken during the campaign to push back the German onslaught.

Setting the Stage On June 6th, 1944, Allied forces came ashore in Normandy, France, where the fight into Europe began in earnest, pushing the German military further back over the course of the fall that year. Over the course of the fall, a number of Norwich University alumni arrived to fight for their country: On June 9th, elements of the 2nd Armored Division arrived on shore, under the command of Major General Brooks, a Norwich graduate, who would eventually hand over command to General Ernest Harmon, who would continue to push deeper into Europe.

From Normandy, US and Allied forces moved to liberate Paris and the rest of Europe.

In September 1944, the allies launched Operation Market-Garden against German positions in Holland, where allied forces looked to capture ground and allow for a quick march straight to Germany. Its eventual failure pushed back expectations that they would reach Berlin in a timely manner.

On October 13th, 1944, the 2nd Armored Division saw action at Wurselen, Germany, where Captain James Burt, of the 66th Armored Regiment B Company, earned the Medal of Honor for his actions against a German garrison, directing fire from an exposed position, and in the course of which he was wounded. Over following nine days, he continued to scout enemy positions, direct friendly fire towards enemy positions and to aid the wounded.

The 10th Armored Division likewise saw some action at this time, and on November 27th, Joseph Haines Clarke, with 10th Armored Division’s 3rd Cavalry, Troop D, was wounded in action.

As the German military was pushed back into Germany and out of lower Europe, German High Chancellor Adolf Hitler began to plan an offensive that would hit allied forces where they were the weakest, between the British and American militaries. Code-named Wacht am Rhein (Watch the Rhine), the planning began in September 1944, with the intention to move out towards Muese, and then to Antwerp.

On December 13th, just days before the German military stepped off their attack on the morning of the 16th, Major Wesley Goddard, ’33, of the 18th Field Artillery Group, was killed, after commanding units in France and Belgium.

Tomorrow, the start of the Battle: December 16th.

Hardwired Historian

As I've begun work on the Battle of the Bulge project, I've found that there have been some major changes in how I'm able to go about researching the event since the spring of 2007, when I did a similar research project on the Normandy Invasion. Since then, computers have become smaller, Norwich University has a campus-wide wireless network, and information on databases has grown.

Over the past couple of weeks, I've been pouring over books and file folders, hunting for references to soldiers who were in a set number of units, dates, locations, specific references to the Battle of the Bulge itself. Four years ago, I brought along a notepad and a couple of pens (or pencils, when I was up in the University Archives), and wrote down every reference that I could find, even the tangential students who might have been in the right area at the right time.

Fast forward to 2010, and the options have changed. Rather than taking a notepad and pen with me, I've been carrying my iPad and iPhone, on which I've been jotting down information as I find it. Slowly, as the lists are growing, I’m planning on taking the information and placing it onto a spreadsheet. While I do this, I’ve tapped into the wireless network, and as I come across soldiers in various units, I’ve discovered that running a quick check against the unit’s history online can help me determine if the soldier is someone I’ve been able to use, as their unit was present at the battle, or if they were somewhere else at the time, either because they hadn’t arrived, or were in another theater of operations altogether.

The move to electronic recording likewise has the benefit of being able to copy and paste my results directly into a spreadsheet, rather than having the extra step of translating my handwritten notes (no small task!) into the spreadsheet. The transfer of data is transferred between two mediums rather than three. (original, handwritten and computer). It allows me to keep information that I transpose intact far more easily than before.

The next step is something I’m thinking of trying: integrating this with Google Docs, which would allow me to keep my data online, accessible from any number of locations. Unfortunately, this isn’t a very practical thing on an iPad (I can’t easily tab between apps, and I don’t have the internet at home), but for some of the research portions, it seems like it would be an excellent thing to use, especially if someone is working with others. In this case, my girlfriend is helping out with some things, and the ability to update the same piece of data, without redundancies, would be helpful when gathering data is put together.

What I’m hoping is that the move to computers, rather than using handwritten notes, will allow me to be more efficient, and thus quicker, with the research that I’m working on. The amount of information that I need to go though: there’s something like five thousand additional files to go through when it comes to deceased students, not to mention the information on the units and after action reports that exist.

This also covers the first large phase of the research: gathering all of the raw data that I’ll need to form the basis of the project. The next step, actually distilling and then writing the report, is already digital: I can’t actually think of a time when I haven’t used a computer to type up a project. Those advantages are well known, and something that I know to work.